Pushing Through: Developing Teacher Identity Under Times of Crisis

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-09-13 DOI:10.1177/00224871221121285

S. Sanders-Smith, A. Olguín, Kutasha Bryan-Silva

引用次数: 0

Abstract

Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities.

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突破:危机时期教师身份的塑造

教师培训计划中的实地经验支持教师候选人通过现实教学情境形成和改革教师身份。与孩子一起尝试教学方法，反思实践，与合作教师合作，有助于教师候选人建立教师身份。然而，在美国COVID-19大流行开始时，许多州的公立学校关闭，要求实地实习结束或发生重大变化。这是一项对幼儿教师预备项目中五位教师候选人的研究。这些候选人的实地实习于2020年3月结束，要求大学教师开发替代教学实习。本研究利用布尔迪乌斯的习惯、场域和doxa的理论概念，探讨了候选人如何感知这种变化，以及他们如何能够继续反映和建立他们的教师身份。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).